I N SCH:OC>LS :F<:lR BLACKS WITH SPECIAL REFBRE!NCE 'TC> THE VAAL TRIANGLE .
by
Johannes Mofana Makoanyane B.A., B,Ed.
Dissertation submitted in fulfillment of the requirements for the degree
MAGISTER EDUCATIONIS in
COMPARATIVE EDUCATION in the
DEPARTMENT OF COMPARATIVE EDUCATION AND EDUCATIONAL MANAGEMENT
in the
FACULTY OF EDUCATION at the
POTCHEFSTROOM UNIVERSITY FOR CHRISTIAN HIGHER EDUCATION
Study leader: Prof. H.J. Steyn
November, 1989 Vanderbijlpark
This work is dedicated to my late parents, Jack and Sophie and with affection, to
Josi, Michael my and only sister, Mamosa.
three brothers, Solomon, and my
This book is especially dedicated to my wife Emma, my two sons, Teddt and
Gordon and my only daughter
ACKNOWLEDGMENTS
This dissertation has been completed as a result of the assistance of several people.
Firstly I wish to express my sincere appreciation to my promoter, Prof. H.J. Steyn. His continual and courageous motivation always worked as a stimulus during my studies. He has supervised my work and withoutthis valuable guidance this research could not have been completed ..
I am sincerely grateful to Mrs Y. de Bruyn for her ability to type this manuscript so skilfullr and most efficiently.
I further wish to thank Mrs. N. Louw from the Department of Statistics for her willingness to render assistance whenever i t was required.
I also thank Mrs. L. Duvenage, for having read and edited this manuschript with unquestionable competence.
A "Special" word of appreciation goes to my wife Emma for her loving and moral support. Together with my two sons, Teddy and Gordon, and my daughter Sebolelo, they have been a source of inspiration during difficult times. Their encouragement proved invaluable.
For all the strength and energy, I thank God the Father, Christ our Redeemer, Man our Brother.
OPSOMMING
In die eerste hoofstuk ontvang die volgende sake aandag:
*
Die probleemstelling.Die probleemstelling in hierdie navorsing word soos volg geformuleer:
om vas te stel of ouers en onderwysers in die onderrig van die kind saamwerk.
om vas te stel of ouers en onderwysers die beskikbare strukture wat vir ouerbetrokkenheid geskep is, benut.
om vas te stel of ouers 'n effektiewe bydrae kan maak tot 'n positiewe leer deur die kind.
*
Die doelwitte van die navorsing. Die doel van hierdie studie is:om die strukture in die onderwysstelsel vir ouerdeelname in die onderrig van die kind te bepaal.
om die probleme te identifiseer wat verhinder dat betekenisvolle ouerdeelname in die onderrig van die kind kan plaasvind.
om voorstelle te maak om die probleme wat geidentifiseer is, op te los.
*
Navorsingsmetodes.Literatuurstudie, interpretasie van bevindings.
vraelyste, ontleding van response, data en wetenskaplike beskrywing van
*
.Qmlyning van die studieveld.Hierdie studie is beperk tot Swart ouerbetrokkenheid in die Departement Onderwys en Opleiding.
In die tweede hoofstuk word die teoretiese strukture van ouerbetrokkenheid in die onderrig van die kind bespreek. Die vier strukturele moment van die onderwysstelsel word behandel as deel van die teoretiese struktuur van die onderwysstelsel. Hierdie strukturele moment van die onderwyssisteem sluit die volgende in:
Die religieuse strukturele moment.
Die religieuse fundamenteel in
grondmotief van die gemeenskap is 'n nasionale onderwysstelsel. Alle onderwysstelsels wat normatief funksioneer, is op die religieuse grondmotief gebaseer.
Die temporeel-strukturele moment.
Die temporeel-strukturele moment behels die 15 modale aspekte van die werklikheid wat die struktuur en inhoud van die onderwysstelsel beinvloed.
Die modaal-strukturele moment.
Hierdie strukturele moment behels die 15 modale aspekte van die werklikheid wat die struktuur en inhoud van die pnderwysstelsel beinvloed.
Die Individueel-strukturele moment.
Die individueel-strukturele moment verwys na die feit dat alles in die kosmos, so ook die onderwysstelsel, 'n eie identiteit as 'n stelsel het.
Verskeie bespreek.
ander verbandhoudende aspekte is in die hoofstuk
'n Historiese perspektief van Swart onderwys word in Hoofstuk 3 gegee. Die primere doel met die naspeur van die ontwikkeling van Swart onderwys is om die mate van betekenisvolle ouerbetrokkenheid in die onderrig van die kind te bepaal. In die verloop van die bespreking van die historiese ontwikkeling blyk dit duidelik dat die stelsel van Swart onderwys ontwikkel bet vanuit die sendingonderwys, die onderwys van die provinsiale administrasies en die Bantoe Onderwysera. Die struktuur van die Swart Onderwysstelsel, met die klem op die probleme en oplossings vir Swart ouerbetrokkenheid in die onderrig van die kind, word verduidelik.
In hoofstuk resulta~t beoordeel.
van
4 word die navorsingsondersoek bespreek. Die die responses word krities ontleed en objektief Daar word deurlopend na die gestelde hipoteses en die teoretiese beginsels van die strukture van ouerbetrokkenheid verwys.
Hoofstuk 5 aanbevelings. die hoofstukke
handel oor die bevindings, gevolgtrekkings en Dit impliseer dat alle relevante aspekte wat in behandel is, opgesom word en dat aanbevelings hieroor gemaak word.
ABSTRACT
In the opening chapter the following issues are addressed:
*
Problem of the research.The problem in this research is:
to determine whether parents and teachers work together in the education of the child.
to determine whether parents and teachers utilise the available structures created for parental involvement.
to establish whether parents can contribute.effectively towards the positive learning of the child.
*
Aims of the research.The purpose of this study is:
~ to determine the structures in the educational system for parent participation in the education of the child.
to identify problems which hinder meaningful ·Black par~ntal involvement in the education of the child.
to propose possible solutions in order to remedy problems which have been identified.
*
Method of researchThe following methods have been employed:
Literature study, questionnaires, analysis of responses, interpretation of data, evaluation of data and scientific writin~ of findin~s.
*
Demarcation of the field of researchThis study is confined to Black parental involvement in the Department of Education and Training.
In the second chapter the theoretical structures of parental involvement in the education of the child are discussed. The four structural moments of the educational system are looked into under the theoretical structure of the education system. The following are those structural moments of the educational system:
The religious structural moment.
The religious ground motif of the community is fundamental in all national systems of education. All systems of education which function normally are based upon the religious ground motif.
The temporal structural moment.
The temporal structural moment refers to the fact that educational systems are time-bound.
The modal structural moment.
This structural moment refers to the 15 modal aspects of reality which influence the structure and content of the educational system.
The individual structural moment.
The individual structural moment refers to the fact that everything in the cosmos, just like the educational system, has its identity as the system of education.
Various other relevant aspects have been discussed in this chapter.
A historical perspective of Black education is make in chapter 3. The primary aim of tracing the development of Black education is to discover whether there was any meaningful Black parental involvement in the education of the child. In the course of discussion of this historical development it became evident that the system of Black education developed from the missionary education, the education of the provincial administration and the Bantu Education era. The structures of Black education system is explained with emphasis on the problems and solutions of Black parental involvement in the education of the child.·
In chapter 4 the research investigation is make. The results of the responses are critically analysed and objective evaluation are made. Constant reference is made to the hypothesis postulated and the theoretical principles of the structures of parental involvement.
Chapter 5 deals with the conclusions, findings and recommendations. This implies that all relevant issues raised in all chapters are summarised and recommendations are also made.
INDEX
IN'l'R()J)Uj'IT(lll 1· AIM OF '.llJE STUDY AND MimK>D OF RESEARCH 1.1 1.2 1.3 1.4 1.5 1.5.1 1.5.2 1.5.3 1.5.4 1.6 1.6.1 1.7 1.8 CHAPl'ER 2 Introduction
Statement of the problem Aims of the research Hypothesis Method of research Literature study Questionnaires Interpretation of data Evaluation of data
Demarcation of the field of research Chapter composition Description of terms SliiiiilB.I'Y Page 1 1 2 3 3 3 4 4 4 5 6 7 8
'I'IIIDmTICAL PRINCIPLES AND S'lRUmJRB8 F<E PARENT INVOL~ IN '.llJE CHIID'S
~TIOO 2.1 2.2 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 2.2.7 2.2.8 2.2.9 2.2.10 2.2.11 2.2.12 2.2.13 2.3 2.3.1 2.3.2 2.3.3 2.3.3.1 2.3.3.2 2.3.3.3 2.3.3.4 2.3.3.5 2.3.4 2.4 2.4.1 2.4.2 2.4.2.1 2.4.2.2 2.4.2.3 Introduction
Reasons for parental involvement in the child's education Introductory remarks
Parents as primary educators Parental love for the child
Parental care for the child's physical development Language development
Parent baptismal promise Parents' religious background • The child's cultural heritage - The child's feeling of security
Parental discipline
Parents' confidence -and trust Parents' time with the child (:;oncluding remarks
The educational system Introduction
Definition of the educational system
. The structural moments of the educational system Introductory remarks
The religious structural moment The temporal structural moment The modal structural moment The individual structural moment Concluding remarks
Relationship between the educational system and other educationally-interested structures
Introduction ·
The educationally-interested structures Introductory remarks The family The state 9 10 10
10:
10 11 11 11 12 13 13 14 14 15 15 16 16 16 18 18 19 19 19 20 22 22 22 23 23 23 242.4.2.4 2.4.2.5 2.4.2.6 2.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.5 2.5.6 2.6 2.6.1 2.6.2 2.6.2.1 2.6.2.2 2.6.2.3 2.6.2.4 2.6.3. 2.6.3.1 2.6.3.2 2.6.3.3' 2.6.3.4 2~6.3.5 2.6.4 2.6.4.1 2.6.4.2 2.6.4.3 2.6.4.4 2.6.4.5 2. 7 2. 7.1 2.7.2 2.7.2.1 2.7.2.2 2.7.2.3 2.7.2.4 2. 7.3 2. 7.4 2.7.4.1 2.7.4.2 2.7 .4.3 2.7.4.4 2.8 CIJAPI'ER 3 The church
Conmerce and industry Concluding remarks The identical structure Introduction
The education system policy
The education system administration The school system
The supportive services Concluding remarks
Structures for parental involvement Introduction
Structures for operationalisation of parents as individuals Introductory remarks
The involvement of parents as individuals 'at home The involvement of parents as individuals at school Concluding remarks
Structures for operationalisation of parents groups Introductory remarks
Involvement of parent groups in the educative activities of schools
Involvement of parent groups in the general activities of schools
Involvement of parent ·groups in the physical conditions of school
Concluding remarks
Levels of parent.involvement Introduction
Parental involvement in the micro-educational level Parental involvement in the Meso-educational level Parental involvement in the macro-educational level Conclusion
Problems of parent involvement and solutions ·Introduction
Specific problems of parent involvement Introductory remarks
Problems from involvement of parents as individuals' Problems from involvement of parents as groups . Problems of parental involvement as experienced by teachers Conclusion
Solutions to problems of parent involvement Introduction
Solutions from the teachers view point Solutions from the parents' viewpoint Concluding remarks
Chapter surmna.ry
PARENT INVOLV»>ENT IN BLACK SCliOOl:B
3.1 3.2 3.2.1 3.2.2 3.2.2.1 Introduction
Parent involvement prior to 1953 Introduction
Parent involvement in Black education until 1910 Introduction 24 25 26 26 26 26 27 27 28 28 29 29 29 29 30 32 34 34 34 35 37 39 41 41 41 41 42 42 42 43 43 441'<""' 44 44 45 46 47 47 47 47 49 51 51 54 55 55 55 55
3.2.2.2 3.2.2.3 3.2.2.4 3.2.2.5 3.2.2.6 3.2.2.7 3.2.2.8 3.2.3 3.2.3.1 3.2.3.2 3.2.3.3 3.2.3.4 3.2.3.5 3.2.3.6 3.2.3.7 3.3 3.3.1 3.3.2 3.3.2.1 3.3.2.2 3.3.2.3 3.3.3 3.3.3.1 3.3.3.2 3.3.3.3 3.3.3.4 3.3.3.5 3.3.3.6 3.4 3.4.1 3.4.2 3.4.2.1 3.4.2.2 3.4.2.3 3.4.2.4 3.4.3 3.4.3.1 3.4.3.2 3.4.3.3 3.4.4 3.4.4.1 3.4.4.2 3.4.4.3 3.4.4.3.1 3.4.4.3.2 3.4.4.3.3 3.4.5 3.5 3.5.1 3.5.2 3.5.2.1 3.5.2.2 3.5.2.3
The London Missionary Society The Wesleyan Missionary Society The Dutch Refonned Church The Moravian Missionary Society The Berlin Missionary Society The Rhenish Missionary Society
Evaluation of parent involvement during Missionary Society Parental involvement in Black Education since 1910 until 1953 Introductory remarks
Education of Blacks in the Cape
Education of the Blacks in Orange Free State Education of Blacks in Transvaal
Education of the Blacks in Natal
The financing of Black Provincial Education until 1953 Evaluation of parent involvement during Provincial Administration
Parental involvement in Black education between 1953-1978 Introduction
Bantu Education Act, 1953 (Act no. 47 of 1953) as amended Introductory remarks
The aims of Bantu Education
The results of Bantu Education Act 1953 (Act no. 47 of 1953) with regard to parental involvement
Powers, functions and duties of Black parent bodies Introductory remarks
Powers, functions and duties of the Advisory Board Powers, functions and duties of the School Board
The powers, functions and duties of the Conmri. ttee Board
The powers, functions and duties of the School Committee Evaluation of parental involvement in Black education from 1953-1978
The present structures of parent involvement Introduction
School Committees Introductory remarks
Election of a school committee
Powers and functions of the school committee Powers of the chairman of a school committee Governing Councils
Introductory remarks
The Constitution of the governing councils Duties and Powers of a governing council Parent Teachers Associations
Introductory remarks The aims of the PI'A The functions of the PI'A Introductory remarks School functions Fund raisings projects Concluding remarks
National education crisis committee and parental involvement Introduction
The influence of the NECC on Black parental involvement Introductory remarks
The concept "people's education"
The educational influence of NECC on Black parental involvement 55 56 56 56 57 57 57 58 58 58 59 59 60 60 61 62 62 62 62 63 64 66 66 67 68 69 70 71 73 73 73 73 74 74 75 76 76 76 77 78 78 78 79 79 79 80 80 81 81 82 82 82 83
3.5.3 3.6
CHAPI'ER 4
The evaluation of the role played by the NECC in Hlack parental involvement
Chapter sunrna.ry
PARENT INVOLVF11ENT: AN EMPffiiCAL 8'llJDY
4.1 4.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.2.6 4.3 4.3.1 4.3.2 4.3.2.1 4.3.2.2 4.3.2.3 4.3.2.3.1 4.3.3 4.3.3.1 4.3.3.2 4.3.3.2.1 4.3.3:2.2. 4.3.3.3 4.3.3.3.1 4.3.3.3.2 4.3.3.4 4.3.3.4.1 4.3.3.4.2 4.3.4 4.4 4.4.1 4.4.2 4.4.2.1 4.4.2.2 4.4.2.2.1 4.4.2.3 4.4.2.3.1 4.4.2.3.2 4.4.3 4.4.3.1 4.4.3.2 4.4.3.2.1 4.4.3.2.2 4.4.3.3 4.4.3.3.1 4.4.3.3.2 4.4.3.4 4.4.3.4.1 4.4.3.4.2 4.4.4 Intrcx:luction Questionnaires Intrcx:luction Kind of questionnaires
The target group
Construction of questionnaires Methcx:lology
Presentation and analysis of the results Analysis of the results of school principals Intrcx:luctory remarks
First division: Sections A
&
B Intrcx:luctory remarksSection A: Biographical details Section B: Biographical details Introductory remarks
Analysis of the results of section C, D
&
E Intrcx:luctionary remarksSection C. Responses to the principles of parent involvement Introductory remarks
Interpretation of the individual responses Section D: Responses to the identified problems Intrcx:luctory remarks
Interpretation of the responses Section E: Possible positions Introductory remarks
Interpretation of individual questions Conclusion
Analysis of the responses of school comnittee chairmen Introductory remarks
First division Sections A & B Introductory remarks
Section A: Biographical details Intrcx:luctory remarks ·
Section B. Demographic details Intrcx:luctory remarks
Classification of schools
Second division: Sections C, D & E Introduction
Section C. Responses on the principles of parent involvement Introductory remarks
Interpretation of the responses
Section D. Responses on the identified problems Introductory remarks
Interpretation of the responses
Section E. Responses on the possible solutions Introductory remarks
Interpretation of the responses Concluding remarks 84 86 90 90 90 91 92 93 93 94 96 96 96 96 97 105 105 . 114 114 114 114 114 119 119 120 130 130 131 136 137 137 138 138 138 138 142 142 142 143 143 143 143 143 150 150 150 154 154 155 158
4.5 4.5.1 4.5.2 4.5.3 4.5.4 4.6 CHAPl'ER 5 Solutions Introduction
Solutions which intend to solve problems on the principles of parental involvement in the education of the child · Solutions which aim to solve the identified problems in the present structures of parental involvement
Solutions which could prevent problems from occuring in parental involvement
Chapter sl.lll!llary
SlM1ARY, CXJNCWSIONS AND RECaflHNDATIONS 5.1 5.2 5.3 5.3.1 5.3.2 5.3.3 5.4 5.4.1 5.4.2 5.4.3 5.4.4 5.4.5 5.4.6 5.5 Introduction SUil!llary Conclusions Introduction
Conclusions in respect of literature study Conclusions in respect of empirical research Recommendations
Introduction
Recommendations with respect to the theoretical principles Recommendations with respect to the identified problems Recommendations concerning proposed solutions
Problems encountered during the ~esearch
Recommendations in respect of further fields of research Chapter sUil!llary
Appendix 1a:
An investigation on parental involvement in Black schools: Questionnaires 159 159 159 160 162 163 164 164 168 168 168 169 170 170 170 171 171 172 172 173
for school principals 17 4
Appendix 1b:
An investigation on parental involvement in Black schools: Questionnaire
to the chairmen of school committees 181
LIST OF FIGURES 1. 2. 3. 4. 5a. 5b. 6. 7. 8. 9. lOa. lOb. 11. 12. 13. 14. Sex of principals Age of principals Experience of principals Qualifications of principals
Comparison of experience and qualification Comparison of experience and qualification Classification of schools
Pupil enrolment per school
Comparison of classification of school and pupil enrolment Size of staff
Comparison of size of staff and pupil enrolment Comparison of size of staff and pupil enrolment Sex of chairmen Age of chairmen Qualifications of chairmen Classification of schools 97 98 99 100 102 104 106 107 108 110 111 112 139 140 141 142
LIST OF TABLES
1. Parents are primary educators 114
2. Reasons for regarding parents as primary educators 115
3. Link between parental love and the child's educational perfonnance 116
4. Rank of order of statements 116
5, Values and norms and their influence on education 117
6. The influence of home discipline on the child's education 118
7. Influence of trust and confidence on the child's education 118
8. Parents spending some time with their children 119
9, Encouragement of parental involvement by teachers 120
10. Methods of parental involvement 120
11. Reasons of teachers not encouraging parental involvement 121
12. Training of teachers who encourage parental involvement 122
13 Percentages of teachers who encourage parental involvement 123
14. Parents' willingness to become involved in education 123
15. Committee members who served at other schools previously 124
16. Parents are primary educators 125
17. Qualification of school COIIIIIi ttee chairmen 126
18 The regularity of parents and teachers contact 127
19. The confidence of parents in their involvement 128
20. The insecurity of teachers as a result of parental involvement 128
21. Parents and children spending time together 129
22. Knowledge of parents that they are primary educators 131
23. The results of parents being aware that they are primary educators 131
24 . The consequences of training of parents 132
25. Signs which show that teachers are trained 133
26. The effect of signing exercise books by parents 133
27. Signing of exercise books by parents may not always result in
parental involvement 134
28. Rating of statements according to their rank of order 135
29. Methods of parental involvement 135
30. Conditions of appointment of senior teachers 136
31. Parents are primary educators 144
32. Methods of assisting the child educationally 144
33. Causes of lack of parental involvement 145
34. The effect of meals on the perfonnance of the child 146
35. Common symptoms of well-fed children 147
36. Reasons why meals do not affect children's perfonnance 147
37. Other influences on the child's performance 148
38. Cultural influence on the education of the child 148
39. The influence of a feeling of security on the child's performance 149
40. The influence of parental discipline on the child's performance 150
41. Parents are invited by teachers to visit schools 151
42. Common agenda for parent/teacher meetings 151
43. On what. basis are committee members elected 152
44. Reasons for parental non-involvement 153
45. Reasons why parents and teachers do not meet 153
46. Feelings of parents in the presence of teachers 154
47. Consequences of parents being invited by teachers 155
48 . Results of parents frequenting schools 156
49. Results of parents signing exercise books 156
INTRODUCTION
1.1 INTRODUCTION
The education of the child requires the co-operation of teachers ann parents. When parents and teachers work together as partners the child learns successfully (Stone, 1984:4-6). There are usually problems of an organizational nature when parents have to contribute towards the effective education of their children.
The education of Blacks in the R.S.A. is characterised by several problems. Parent involvement in the education of the child has featured prominently as . one of the main problems/ experienced by the Department of Education and Training
(DET,~
1981:3a & HSRC, 1981:80-81). The structures within which~ parents operate to contribute towards the success of the learning of the child are important. ConsequentLy i t is the role ·which a parent should play within the given educational structures of the educational system that has given rise to the need of this study.1.2 STATEMENT OF THE EROBLEM
Kroth et al. (1983:29) ascribe the non-involvement of parents in educational matters -E:o ignorance on the part of parents and,. teachers. It is therefore necessary that teachers, parents as well all those who are connected with education be aware of the structures that shouLd be exploited by parents for the benefit of the education of the child.
The educational participate in
system makes provision for parents to the child's education through constituted bodies such as School Committees, Governing Councils and Parent Teacher Associations (Kirsten, 1985:34). These specially created structures of parent bodies designed to represent children's parents, do not always achieve their objectives, mainly as a result of ·~~~ ~!· !!:::~wledge ~!· T.T!!~t th.- ... ,... 1"~mitat.ions, functions
and responsibilities are, The result is that parent bodies fail to achieve their objectives which in turn affect the learning of the child negatively (Postma, 1986:11-2).
The statement of the problem in this research is therefore to establish what contributions parents can make through the given structures of the educational system with the view to improving the conditions under which a child learns.
1.3 AIMS OF THE RESEARCH
The aim of this research is to determine and establish the structures which are available for parents to participate meaningfully in the education of their children.
This study further intends to identify the prevailing problems which hinder effective parental involvement in the education of the child. The aims of this study can thus be summarised as follows:
*
To determine the principles on which parental participation in the educational system are based.*
To determine the available structures in the educational system which are created for parents to participate in the education of the child.*
To identify and analyse problems which hamper meaningful Black parental involvement in the education of the child.To propose possible solutions in order to remedy and eliminate problems which have been identified.
1.4 HYPOTHESIS
In order to achieve the aims of the research, the research is determined by the following hypotheses, namely:
*
Hypothesis 1: Parent involvement is_ based upon certain basic universal principles which are acknowledged by parents as well as teachers.*
Hypothesis 2: The current organisational structures of an educational system with regard to parental involvement in Black education present numerous problems which necessitate attention from researchers.*
Hypothesis 3: Solutions, aiming to eliminate problems which hinder purposeful Black parent involvement in the education of the child, can be proposed.1.5 METHOD OF RESEARCH
In order to make a scientific study and reach the aims stated in paragraph 1.3, use is made of the following research methodology, 1.5.1 Literature study A variety facts are research.
'
of primary and secondary sources were consulted. analysed and critically evaluated to suit
The the
The follo~ing published, primary and secondary sources are referred to, namely;
*
books;*
reports and official documents of different education departments.1.5.2 Questionnaires
Principals of schools and school committee chairmen were selected as the target group ·of this investigation. Structured questionaires were handed out to respondents for completion.
The purpose of the questionnaires is twofold:
*
To determine how closely the information obtained from literature study correlated with the views of the respondents with regard to the problems of parental involvement in the education of the child; and*
To determine how solutions proposedthe respondents to eliminate
felt about the possible pr?blems of parental involvement.
1.5.3 Interpretation of data
The data obtained from the sources referred to in.1.4.1 and 1.4.2 was carefully selected, arranged and interpreted to form a logical whole.
1.5.4 Evaluation of data
After the selection and interpretation of the data, an objective evaluation of the material is made in order to enable the researcher to make recommendations most objectively.
1.6 DEMARCATION OF THE FIELD OF RESEARCR The field of study covers
description of the various involvement in the education system makes provision for
the identification, analysis and structures
of the the study
available in parental child. The educational of various educational structures and it is the structures for parental involvement in Black education which receive special attention in this investigation. Of particular importance are the structures created to give parents a say in the functioning and the running of schools through parent bodies such as school committees, which will receive closer scrutiny.
This research is confined to structures of parental involvement in the education of Black schools within the DET, with special reference to the Vaal Triangle schools.
1.6.1 Chapter composition
*
Chapter one deals with the orientation of the research;*
Chapter two gives an overview of the theoretical principlesunderlying structures of parental involvement in the education of the child.
*
Chapter three gives a detailed analysis of the present structures of parental involvement in Black education reflecting upon identified problems which hinder the process of effective parental participation.*
Chapter four investigates the various structural levels as well as different parent operationalisations which can be utilised to effect parental involvement in the education of the child.*
Chapter five is composed of the summary, conclusions and recommendations.1.7 DESCRIPTION OF TERMS
*
ParentAccording to (Van der Westhuizen1 1978:212-213) the concept "parent" refers to an adult person w4o shows and guides a child. Barnard and Vos (1980:88-90) however, state that a mature person
also refer to 1978:75-76).
can, be regarded as a parent. "Parent" can a legal guardian of a child (Barnard, According to De Villiers (1988:146-147) "parent" can also refer to a biological father or mother who may decide to teach his child.
In the context of this research, however, the concept "parent" means any responsible adult who is either elected or nominated to represent the interests of the child in the field of education. A parent in this regard therefore is an adult whose aims are mainly to guide and assist the child in ·his learning endeavours.
*
ChildThe term "child" refers to a non-adult. "Non-adult" implies one who is not yet adult but who is en route to adulthood. Mature adulthood is usually what a child strives for (Gunter, 1965:48). A child by the very nature of n~t being an adult yet, depends upon the assistance and guidance of one who is already an adult to reach responsible adulthood. According to Landman (1974:24-25) a child is one who depends upon an adult to exploit his inborn potentialities until he reaches a stage where he can gradually start to make his own responsible decisions confidently.
A child in the context of this research however, will mean a non-adult who relies upon both the parent and the teacher to develop his learning skills and potentialities to the full.
*
Parental involvement"Parental involvement" is when parents participate i? the affairs of the education of their children. Parental involvement therefore refers to the role which parents of children play for the purpose of improving learning conditions of the child (De Villiers, 1988:149), This implies that parents have a right and an opportunity to make an input and suggestions in the affairs of education. Parent involvement is particularly intended to create a condusive climate in which a child derives pleasure from learning (Buys, 1986:9).
Parental involvement means that parents, as partners, participate with teachers in the interests of the education of the child. Parent involvement implies co-operation between parents and teachers. True parental involvement means partnership between parents and teachers with the sole purpose of assisting the child in his educational endeavours ·
(Postma, 1986:125).
Parent involvement in this research should be understood to mean the intentional efforts which are made by the parent in order to assist his growing child.
*
EducationThe concept "education" has been defined by various writers, and there is little agreement amongst those who are involved in education as to what precisely "education" is, Straugham and Wilson (1983:16-17) suggest that it is easier to define education if its aims are clear. In the centre of the aim of education lies the child. Generally speaking the aim of education can· be regarded·as to help the child to adapt to continual influences to which he is subjected by the various physical, biological and social environments in which he lives (Straugham and Wilson, 1983:17), Thompson (1980:80)
states that the main aim of education is to cater for the physical, mental, moral and spiritual developments of the child. Power (1982:226) describes education as a life long process, He maintains that education begins at birth and continues throughout life,
In the context of this research, however, education should be understood to mean that continual process of assisting the total developmental stages of a child. A child is not mature and therefore through education, he should be guided during his phases of development. Education in this regard refers to both informal and formal learning of the child.
1.8 SUMMARY
This chapter is an introduction to the research study. The purpose of this chapter is to outline the purpose of the research and to state the problem of the research,
The aims of the research are stated, The hypothesis, to which constant reference will be made is postulated. The method of the research is explained and the demarcation of·the field of study is indicated.
The composition of various chapters and the ~efinition of terms are treated in this chapter. The next chapter will deal with the structural principles underlying parental involvement in the education of the child.
CHAPTER 2
THEORETICAL PRINCIPLES AND STRUCTURES FOR PARENT INVOLVEMENT IN THE CHILD'S EDUCATION
2.1 INTRODUCTION
The study of education has attracted many researchers for several years. Different aspects in the field of education have been studied by various researchers. The place of the parent in "education" has not escaped the attention of educationalists. The central theme of any education system is the "child". This research intends to investigate the role of the parent in the education of the child. The responsibilities of the parent in the education of the child and how these respons'ibili ties can be accomplished, will be studied in this chapter.
The "education system" in its entirety, for example, its structural moments and the educationally interested groups will constitute important aspects of this chapter. The identical structure of the education systems, including its various components will also be studied in order to illustrate the tasks of the parent in the education system.
The different structures which should exist in the education systems to facilitate parent involvement, will be analysed in order to understand the principles which underlie parent involvement in the child's education. The general problems which confront a parent in his involvement in the child's education will be identified with the subsequent possible general · solutions proposed for the purpose of improving structures of parent participation in the education of the child, so that a child can learn more successfully. This chapter thus forms the important' theoretical basis upon which all other subsequent chapters of this research will be based and continuously tested against.
2.2 REASONS FOR PARENTAL INVOLVEMENT IN THE CHILD'S EDUCATION
2.2.1 Introductory remarks
A parent as a primary educator must be involved in the education or the child.- There are various reasons why a parent should become involved in the education of the child and these reasons will be discussed in this section. The tasks as well as the responsibilities of the parent in the education of his child. will also be mentioned.
-.
2.2.2 Parents as primary educators
The parent is the primary educator of the child because the child, who is. born without any knowledge that is necessary for normal growth, depends upon the parent for guidance. The parent thus provides in all the needs of the child. The child who is a non-adult depends upon the parent who is an adult to grow and develop towards responsible adulthood (Van Schalkwyk, 1981:92; Educamus,
provide
1986:37), As primary educators, parents cannot always for all the educational needs of the child. Consequently, school education assists the :parent in this regard, but the parent remains responsible to make sure that schools offer the child education according to his expectations, and school education should comply with the parent's requirements.
2.2.3 Parental love for the child
Parents receive a child as gift from God. Parents, full of love for 'the child, care for the child and become involved in the education of the child. Parental love for the child can be observed
support
from parents for the 'child
who provide the necessary facilities and to learn. Parental support for the education of the child is usually demonstrated by parents who
select and choose the best school for their children. A parent who loves his child also shows keen interest in the child's education and therefore becomes concerned that his child receives the best possible education (Van Schalkwyk, 1986:104).
2.2.4 Parental care for the child's physical development
The child is not an adult and is therefore not able to care well for his physical and other biological needs. A child does not know what is good enough for his body and i t becomes the parent task to ensure that the child eats healthy and balanced food. A parent should create a healthy body with a healthy mind in the child, which will in turn, make i t possible for the child to -learn successfully (Educamus, 1981b:2-3).
2. 2. 5 I.anguage development
It is the duty of the mother first and later other members of the family, to acquaint the child with the home language. Language forms the medium through which a child conceptualises ·(Coetzee, 1986:51). Parents should therefore see to i t that a
child masters his home language well before he attempts sqhool learning. Postma (1986:167) maintains that the principle of mother-tongue should be retained in school in order to make the child's learning easy, and parents should be involved in the child's education to ensure that this principle is adhered to by schools.
2.2.6 Parent baptismal promise
The baptising of children is an important Christian practice for many parents. Christian parents owe i t as one of the fulfillments of the upbringing of children. Christian parents usually arrange for the baptismal of the child at which they vow
and promise to help the child to grow according to the wishes of God the Almighty, Parents promise on baptismal day, that they will guide the child to recognise, accept and learn all about the teaching of the Holy Spirit, as written in the Scriptures (Van der Walt et a!., 1978:94), The obvious implication and deduction from this theory is that parents become actively involved in the education of the child.
2.2.7 Parents' religious background
Parents are believers of something. Christian parents believe in God the Creator (Postma, 1986:4). In educating their children, Christian parents bring up their children according to
~he wishes of God. Christian parents expose their children to the knowledge of God by formal prayers, church going and other Christian activities at home. It becomes the parents'
~esponsibi~ity to become involved in the child's education both at home and at school to ensure that the child is kept away from sin and evil which is spread by bad influences (Schoeman, 1979:101-102).
According to Coetzee (1973:65) it is the adult parent's task to
•
'nurture and channel the religion of the child because the child is not able to internalise the Christian doctrines without assistance of the parent.
Truely .religious parents' involvement is by example. Parent involvement in the child's religious education should not be by ~ord of
y mouth only, Children copy easily from parents and therefore, the daily life of the Christian parent should display godliness (Postma, 1986:104),
2.2.8 The child's cultural heritage .
Parents belonging to different cultural_groups have different cultural backgrounds. At school, children are exposed and influenced by teachers and other children who cherish different cultural and ethnic norms.
It is therefore the parent's responsibility to be involved in }he child's education to ensure thaththe child does not,learn
~values and norms which are in contrast to family norms. Parent involvement in the child's education reinforces the cu~tural values and beliefs that the child has already acquired from home (Vander Walt
&
Dekker, 1978:94),According to van Schalkwyk (1981:217-218) each person's cultural· life is anchored upon a specific belief. A person's culture is a product of his world and life view. Parent involvement in the
~child's education enriches the child's culture which forms one '. of the child's basic foundations for learning.
2.2.9 The child's feeling of security
A child needs to experience a feeling of security from parents if he is to adjust immediately to the learning situation. Unless a parent is involved in the child's education, the child will probably lack the security and confidence for successful learning at school (Sanborn, 1979:15-19
&
Van Schalkwyk,' 1978:179).A child who feels secure from home, is readily prepared to explore the unknown world
According to Kappelman et al.
beyond the family boundries. (1977:238-239) a parent who becomes involved in the child's education creates a climate that is conducive for the child to venture into the world of unknown. Providing the child with security does not happen haphazardly; parents should offer the child security in a systematic manner to avoid spoiling the child.
2.2.10 Parental discipline
Parents introduce some form of discipline to their children from infancy. From a tender age, a child already knows what he is permitted to do, and what he is forbidden to do. When parents reprima:o,d -children at home, some amount of discipline is being introduced. Parents as primary educators apply disciplinary measures to the child which directly or indirectly prepare the child for responsible adulthood (Postma, 1986:8}.
According to Van der Walt (1983:25} parents should become involved
task to children
in the child's education because i t is the parent's convey to children family rules and discipline; should know ~he general acceptable behaviour and conduct for their families. Parental discipline enables the child to control emotional outbursts at home and at school; and such children adapt themselves quicker to school discipline.
If. parents ·at home, in their administering of discipline are at times bound to inflict corporal punishment, this should be accompanied by love and care that the child should sense and experience; so that the child can appreciate and not dislike parental discipline. For example, thrashing, when administered, should never be carried· beyond the point E>+. t.rhi,-,h "'"""' .might be expected from it (Brubacher, 1966:197).
2.2.11 Parents' confidence and trust
Parents should afford children with an element of confidence and trust from an early age. Parents should avoid negative remarks to the child and-should rather build on the positive aspects of the child (Educamus, 1988:26-27). A child who grows with the knowledge that he has the ability to succeed and that his parents have confidence in him, usually performs well at school and avoids failure in all spheres.
2.2.12 Parents' time with the child
Fathers and mothers should make time available to spend with their children. Even 'if both parents work and come home late and tired, the child needs warmth and loving care from parents. Time should be provided for children to talk generally with their parents. Parents who provide time for their children give thefr children the idea that they are important members of the family (Breitenbach, 1985:13-14). Such children, subsequently avoid disappointing their parents in their educational activities.
2.2.'13 Concluding remarks
From the discussion of the reasons for parental involvement in the child's education, it has become evident that the parent is the natural educator of his child. The parent is the first person that the child comes into contact with after birth. It is therefore the parent's responsilibity to assist the child to adapt to his environment and this can be accomplished through active parental involvement in the child's activities, including his education.
A parent has a special function in the education of the child and there is nobody who can substitute the tasks of the parent
~n the learning of the child; parent participation strengthens the teacher's efforts; without regular and constant support from the parent, the teacher might find it difficult to assist the child successfully in his learning endeavours,
2.3 THE EDUCATIONAL SYSTEM
2.3.1 Introduction
In order to understand the place and the role of the parent in the child's education clearly, i t is necessary to obtain an overview of the educational system. The full explanation of what the education system is, including the stu4y and expositions of various educationists of what the educational system entails, will be discussed.
In this section a study of the following structural moments will be made viz, the religious structural moment; the temporal structural moment; the modal structural moment and the individual structural moment. This section will be concluded by the discussion of the identical structures and the education system in relation with other societal structures.
2.3.2 Definition of the education system
Different researchers hold different view points and opinions on the concept "educational system". A few approaches of some of the writers on education will be mentioned briefly in order to have a broad understanding of.what the education system is.
According to Stone (1981:130) interrelated with other structures
the education system is of a given society. These structures combine with educational institutions so that by their co-ordination they bring about the accelerated development of the child in a specific sphere, in compliance with the culture and natural demands of time and place.
Buys (1986:13) argues that the educational system includes the co-ordination of the functions of other social structures with the purpose
adulthood.
of assisting the child to develop towards mature According to this definition, the education system
operates effectively as a result of the provision of control and co-ordination of all other societal structures by the state.
The education system can be perceived as a framework within which formal school education takes place. In this respect, the educational system relates to the provision of educational acts and laws as well as educational planning which and when all taken together, make it possible for formal education to take place within the school situation (Van Schalkwyk, 1981:79-212).
Educational system can also be defined in terms of modern and civilised able to terms. perform Educational systems working together of state, the family,
Parents as primary educators are no longer the educational tasks by themselves. came into existence as a result of the the various community structures like the the church and commerce. Each of these or indirectly contributes towards the child. A well planned and organised structures directly
education of the
educational field is created and provided by educational laws and acts within which every community structure that has to do with education, is structured. The educational system makes provision within which every individual child should be educated; taking into cognisance his individual potentials, ability and cultural background (Barnard, 1981:29-40).
Steyn (1988:3) defines the educational system more or less similar to Barnard. According to Steyn's definition, the education system can be regarded as the logistical framework created for effective education, within which the educational needs of a particular community are met. The diversity of the community needs and requirements can be provided for in the educational system consisting of the following components viz, education system policy, the educational system administration, the school system and the supportive services.
These are a few view points on the definition of the "education system" as defined~ by various educationists.
For the use of this study, the educational system is the scope created by the state within which all educational activities operate, All these activities are intended to assist the child to develop and exploit his potentialities. The legislations, acts and laws enable other community structures to be coordinated so that the educational system can achieve its objectives. The education system therefore cannot be easily understood in exclusion of other societal structures which interact with one another for the purpose of supporting the growing child.
2.3.3 The structural aoaents of the educational systea 2.3.3,1 Introductory reaarks
The education system is perceived in terms of reality. The education system has its own unique nature depending upon the background of the community in which it operates. Each education system has its own values which are typical of its nature and time (Buys, 1986:14).
According to Christian principles, education system is viewed as part of the whole creation of God of which there,are four structural moments viz: the religious, temporal, modal and the individual structural moments (Yan Schalkwyk, 1981:215).
These four structural moments of the education system will briefly be referred to, but for the purpose of this research the individual structural moment will be discussed in more detail.
2.3.3.2 The religious structural moment
.A person's perception of reality is to a large extent determined .bY the values and norms of the community in which he finds himself. These values and norms form the life and world view of a person and these values become the driving force of a society (Malao, 1985:40).
The religious ground motif of a community determines the educational system that should be offered. There is therefore, a close relationship between the religious ground motif and the education system of a particular community (Barnard, 1984:172
&
Buys, 1986:15),
2.3.3.3 The temporal structural moment
The education system is related to time, i.e. the education system cannot be divorced from time because the education system is derived from a cultural heritage of a particular generation and century of a specific period of time (Buys, 1986:15
&
Barnard, 1981:39).
According to Postma (1986:90) God created time with cosmos and therefore the whole creation is dependent upon time. Time is dynamic, continuous and the education system is subjected to time,
2.3,3.4 The aodal structural aoment
The education system operates as part of actuality in fifteen modes of existence. The modal existence of man determines the structure and content of the educational system. Each mode has its own perculiar characteristic which typifies and qualifies it because all social institutions differ in their nature and their functions. These different modalities follow one another from a
less complicated to a more complex nature (Buys, 1986:16), In the actual practice of educational activities~ however, it is difficult to separate these modalities in their functional processes because they are closely linked and interwined with one another to form one functional unit (Barnard, 1984:176-177), The different modalities can be ·grouped into the six natural and the nine cultural aspects. The natural aspects are: number, space, movement, physical, biological and psychological. The cultural aspects are: the logical, cultural-historical, linguistic, social, economical, aesthetic, ethical, juristical and pistical (Buys, 1986:16).
2.3.3.5 The individual structural moment
Everything in the cosmos has its own individuality and identity. The individual structural moment has its structural laws which make it different from all other social institutions (Postma, 1986:292).
As part of the total reality, and projecting the individual structural moment, every social institution has its structural laws which make if different from all other social institutions (Postma, 1986:90),
The aim of the education system is to create a scope for the child to receive an optimal learning. The child receives the best possible teaching depending upon the conditions provided for by the education system (Postma, 1986:18).
The teaching of the child is more confined to an intellectual development whereas "education" intends to develop the whole person in its totality. The best educational system facilitates the child's learning and assists the child to develop towards responsible adulthood (Van Loggerenberg, 1983:27).
*
The educational system as a cultural product The educationalcommunity; it
system is a product of the culture of a means that every educational system is derived from culture and according to Barnard (1981:43), there is no education system without culture, and there is without an educational system. Cultural no culture
formations include the steady evolution of the universal structure. All educational systems have universal structure and each system has its unique character as a result of the cultural religious motif (Buys, 1986:19),
Ruperti (1974:7) holds the view that an educational system as a cultural product has a relation with the three cultural .principles namely, historical continuity, differentiation
and intergration.
*
The identical structure of the education systemThe identical structure of the education system is designed to create the avenue through which the child's potential can be fully exploited, The identical structure of the education system thus shows itself in four main components, namely, the education system policy, the educational system administration, the school system and the education supportive service (Steyn, 1988:4-5), (see paragraph 2.5).
*
The relationship between the education system and othereducationally interested structures
The education system has a relationship with other societal structures which either directly or indirectly have interest in the education of the child. These relationships interplay with one another in the education system to promote the learning of the child (Stone, 1974:188-189),
According to Malao (1985:8) these various societal and educationally interested groups are for example the state, the church, the family, the school, commerce and industry. These relationships are intertwined with one another in the educational culture thereby forming an integral part of a country's culture, and an educational system is further inseparable from the family and other societal relationships (see paragraph 2.4),
2·. 3, 4 Concluding remarks
The educational system should be fully studied if the principles on parent involvement are to be understood because the education system forms an important aspect of a community's culture, If a person needs to appreciate the values and norms of a community, a broad knowledge of the basis upon which the education system is founded, is indispensable.
The structural moments of the educational system are to be perceived and interpreted against the background of the society's ~round motif. Both the identical structures and the education relationships which aim to improve the conditions of the child's learning, have a strong bearing on the community's outlook and beliefs,
2.4 RELATIONSHIP BETWEEN THE EDUCATIONAL SYSTEM AND OTHER EDUCATIONALLY-INTERESTED STRUCTURES
2.4.1 Introduction
The education system has a relationship with other social· structures which have an interest in education. The education system therefore,_ needs the presence of these educationally interested structures in order to achieve its aims of providing the educational requirements of the child. This section will
therefore treat and discuss some important structures, which are in one way or another interested in the education of the child.
2.4.2 The educationally interested structures 2.4.2.1 Introductory reaarks
The educationally interested structures are structures which are interested in education but are not qualified to undertake the specialised and professional education of the child, such as, inter alia, the family, the state, the church, commerce and industry (Malao, 1985:75). The discussion of these structures is important in order to understand how they are related to parental involvement in the education of the child.
2.4.2.2 The family
For the purpose and the aims of this research, the family is one of the most important structures of the educationally interested structures, because the parent remains the natural and primary educator of the child; the parent· is also a biological mother and father of the child (Stone, 1974:88).
The parent, being the primary educator must always be responsible and involved in the education of his child. It is the parent's responsibility tp see to it that the child is educated in accordance with the philosophy and religious ground motif of the family and the community. Parents also remain responsible to
specialised type (Malao, 1985:76).
ensure that of knowledge
their children acquire the which is offered by schools
The tYPe of knowledge which parents wish their children to acquire, has become so specialised and complex that i t has given rise to the need of specially trained and professional teachers
to handle it (Brady~ 1977:41-42). Even if children receive specialised knowledge from teachers at school, the role and involvement of the parent remains a pre-requisite if teachers are to succeed in teaching the children (Stone, 1974:88; see also paragraph 2.2). Brubacher (1966:350) trying to emphasise family education mentions that i t would be valuable if centres could be built where parents are informed of the importance of family influence on the education of the child.
2.4.2.3 The state
The state has a historical power-function and is qualified by justice. The state's main function is to harmonize, intergrate, supervise and finance education in the interests of all the educationally interested groups (Van Schalkwyk, 1981:93).
The state's responsibility is also to protect the interests of all those who are involved in education and above all, the state • should cater for the needs of every child. The state fulfills its obligations because it is the only body whose authority is binding in providing educational facilities (Van Schalkwyk, 1978:94).
2.4.2.4 The church
The church as one of the educationally interested structures can be divided into the visible and invisible church. The invisible church is the belief and the religious inspiration which binds believers together, especially Christian believers into being ·"one" in Christ (Vander Walt, 1977:215-216).
The visible church is the social institution, which is usually organised through various officials who often come together to perform their religious ceremonies. The church as an fnstitution, operates beyond its boundries by influencing the
religious convictions of other social structures such as the family, the school, the state and the·community life as a whole (Van Schalkwyk, 1981:98-104).
The church as an educationally interested community structure, makes provision for parental involvement in education through its members who may, amongst others, serve as school committee members. The church is interested in education because through education, its members are able to read and understand the Bible and other church materials which can deepen and strengthen their religious knowledge (Barnard, 1984:197
&
Malao, 1985:76).2.4.2.5 Commerce and industry
There is a relationship between commerce-industry and education. In every community, needs arise, such as the need for food, clothing, housing and transport. In order to meet these needs education is required. Social structures are interdependent and interplay with one another. Commerce and industry require trained manpower to provide services and goods to the community (Van Schalkwyk, 1981:105
&
Buys, 1986:26). Thesepeople to be
requirements for trained manpower, in turn means that must go through the stages of the educational development trained. To show interest and to become involved in education, commerce and industry can offer bursaries to students who may like to follow a field of study relevant to their business. If commerce and industry support the education system financially, more trained manpower can be produced and this will enable commerce to make more profit. The community can also benefit from the various services which are rendered by commerce and industry (Van Schalkwyk, 1988:155).
2.4.2.6 Concluding remarks
From the discussion of the relationship between the educational system and other educationally interested structures, it has become evident that there .are various educationally interested structures which interplay in, education for the purpose of the child's education. If the parent is to become effectively involved in the education of the child, he should understand the interrelationships of these structures and how his involvement can operate in harmony with these structures. Having discussed the educationally interested structures, it becomes relevant to ·focus the attention on the identical structure of the education
system.
2.5 THE IDENTICAL STRUCTURE 2.5.1 Introduction
The identical structure has four main components; namely the education system policy, the education system administration, the school system and the supportive services. These four components of the identical structure will be discussed individually, their relevance and their functions in the education of the child will be pointed out. Parent involvement in the education of the child should recognise this identical structure because through the identical structure, with all its components, the necessary structures are provided for parental involvement in th~ child's education.
2.5.2 The education systea policy
The education system policy is understood in broad concepts as the procedures and decisions about the manner in which the educational needs of a community are provided for. !n the Republic of South Africa education policy can be represented in
